Paradigma Transformatif Nusantara dalam Kurikulum PAI Madrasah Aliyah: Sintesis Teoretis atas Nilai Tawazun dan I'tidal Menghadapi Polarisasi Pendidikan Era Disrupsi
DOI:
https://doi.org/10.61104/qb.v3i1.1149Abstract
Artikel ini dilatarbelakangi oleh eskalasi polarisasi pendidikan di era disrupsi yang mengancam stabilitas kritis-spiritual peserta didik di Madrasah Aliyah. Ketegangan antara model tradisionalis yang tekstual dan modernis yang mekanistik-birokratis memicu fragmentasi epistemologis dalam kurikulum Pendidikan Agama Islam
Penelitian ini bertujuan merumuskan Paradigma Transformatif Nusantara dalam kurikulum PAI Madrasah Aliyah melalui sintesis teoretis nilai tawazun (keseimbangan) dan i'tidal (keadilan/proporsionalitas). Penelitian menggunakan pendekatan kualitatif dengan desain kepustakaan kritis (critical library research) yang diperkuat Analisis Wacana Kritis (CDA) model tiga dimensi Norman Fairclough (teks, praktik diskursif, dan praktik sosial). Hasil penelitian menunjukkan bahwa operasionalisasi nilai tawazun mampu menjembatani dikotomi antara otoritas turats klasik dan literasi digital, sedangkan nilai i'tidal merekonstruksi bias kurikulum yang kognitif-informatif menuju praksis sosial-spiritual yang emansipatoris. Sintesis kedua nilai ini menghasilkan model kurikulum PAI transformatif yang menumbuhkan kesadaran kritis-global tanpa menegasikan identitas religius lokal Nusantara. Implikasi penelitian menegaskan bahwa kurikulum Madrasah Aliyah harus melampaui adaptasi teknis-birokratis dan memosisikan pendidikan Islam Nusantara sebagai subjek epistemologis aktif dalam mengarungi disrupsi global.
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